Newsletter No. 484

08 # 4 8 4 | 0 4 . 1 0 . 2 0 1 6 Photo by ISO Staff 口 談 實 錄 / V iva V oce 方永平教授 Prof. Fong Wing-ping • 崇基學院院長 • Head of Chung Chi College 「音樂情懷」和「宗教情操」是崇基的兩大特色，這會否 把部分學生摒諸門外？ 基於歷史因素，中大所有修讀音樂及崇基學院神學院課程的 本科生都會被分派到崇基，所以崇基相比其他書院擁有較強 烈的宗教及音樂氛圍。而事實上，我們崇奉的基督精神— 如博愛、導人向善、平等、包容及謙卑等—都是人類的普世 價值，修讀任何主修科的學生都可追求及實行。崇基雖然是 由香港基督教教會代表所創辦，但我們亦尊重並歡迎其他宗 教及信仰的學生加入，希望所有學生能感受學院的人情味以 及「崇基一家」的感覺。 過去數年，大學書院數目幾近倍增，你怎樣看隨之而來 的「競爭」？ 我覺得無需看得負面，有危總會有機。書院數目增加可以造 就更多院際合作機會。崇基就曾與聯合及伍宜孫書院於洽蕙 藝文計劃中協辦藝術展，活動成功吸引各界人士到場觀賞， 大獲好評。 我們當然會關注令學生對崇基卻步的原因，但這並非為追求 成為「最受歡迎」的書院，而是想藉此檢討我們是否有地方 做得不足，這樣才能為現在或將來有機會入住的學生提供更 好的環境。只要符合學院的價值觀，我們都會致力改善。 學院的教育理念為何？ 我們明白每個學生都是獨一無二的，所以學院並非只為某種 特定類型的學生而設。我們致力為學生提供多元化的活動以 及充足的支援，希望每個學生都能在學院找到他們有興趣或 熱愛的活動。我們最關注的是學生個人成長及其潛能發展。 總括而言，我們既希望培養學生擁有學院提倡的價值觀，同 時亦尊重他們的獨特性。 科學家的訓練對於出任院長一職有助嗎？ 有趣的是現在中大的書院院長中有三分之二都是科研出身 的。我認為無論院長是科學家、社會學家或人文學家都不是 問題，因為最重要是有遠見和促進團隊精神的能力。如要列 舉科學家的優點，我會說是客觀和務實。科學訓練令我們習 慣運用數據資料進行理性分析，當需要客觀平衡各方利益及 意見以作決策時，這尤其重要。作為一個務實主義者，我在 策劃時會充分考慮方案的可行性。 你擔任不少科學活動的評審或顧問，香港學生在這方面 的潛質怎樣？ 我在科學活動中擔任評審或顧問已差不多二十年，應該也夠 資格評論一下學生在比賽中的一般表現。我們每年評選的參 賽作品之中，不少還是大有改良餘地的。很多學生都未能察 覺他們作品實行起來的限制，有些則文獻研究不足，以致未 能發現在其他地方已有類似的作品出現。 但談到最頂尖的一批學生，他們的水平還是很高的。每年有 很多香港學生入圍世界大賽，並在各地取得優秀成績，足見 香港學生的能力在國際上備受認同。 坦白說，很多在科學比賽中獲獎的學生並沒有繼續在科研方 面發展，但學生透過比賽培養的科學精神—大膽假設，小 心求證—卻是不同職位和行業同樣渴求的素質。 Music and religion are the two distinguishing characteristics of Chung Chi College. Do you think that students who do not major in or are not related to either may feel less at home? Due to historical reasons, all undergraduate students in music or programmes offered by the Divinity School of Chung Chi College would be assigned to Chung Chi. The College therefore has greater music and religious sentiments compared to other Colleges. However, Chung Chi is more than either music or religion or for that matter any single disciplines. The values we embrace—such as love, kindness, equality, forgiveness, and humility—are in fact universal values of mankind and can be pursued and practised by students of all disciplines and persuasions. Although Chung Chi was founded by the Protestant Churches in Hong Kong, we respect and welcome other beliefs and faiths. Chung Chi College is the home to all of its members and all students feel equally at home. The number of Colleges at CUHK has more than doubled in the past few years. How do you see the ‘competition’ that comes with it? I do not see it necessarily in a negative light. Challenges often go hand in hand with opportunities. The growth in the number of Colleges has offered an invaluable chance for further collaborations among the Colleges. For example, Chung Chi has joined hands with different Colleges such as United College and Wu Yee Sun College to hold art exhibitions in some of the Hop Wai Art and Cultural Programme’s events. The events were well received and attracted participants from various parties. Of course we always want to know what may give pause to students in selecting Chung Chi. Instead of hankering for ‘popularity’, what we are concerned with is how to further develop our College in order to make it a better place for both current and prospective Chung Chi students. If we identify areas for improvement that align with our College values, we will work on these areas and effect changes for the better. What is Chung Chi’s educational philosophy? We understand that every student is unique and we do not only cater for any particular type of students. At Chung Chi, we offer a diverse range of activities and extensive support so that every student could find something that they are interested in or passionate about. Our primary concern is for the students’ personal growth and how to develop their potentials. In a nutshell, we strive to nurture students with attributes advocated by the College, while also respecting their individuality at the same time. How has your training as a scientist supported your role as College Head? Interestingly enough, two thirds of the College Heads/ Masters in CUHK have a science background. In my view, whether a Head/Master is a scientist, social scientist or humanist would not make much difference. The vision and the teambuilding skills of a leader, however, are the heart of the matter. If I have to name the positive attributes of a scientist, I will say objectivity and pragmatism. Our training as scientists teaches us to analyse issues based on data and facts. This is especially important for decision-making, when we have to balance different stakeholders’ interests and opinions. I think I’m a pragmatist and, being a pragmatist, I will give due consideration to the practicability of any idea. You have been an adjudicator or a consultant at many science events. What have you observed regarding the potential of students of science in Hong Kong? Having served as an adjudicator and consultant at science events for almost 20 years, I think I am in a good position to give some critical comments on the general performance of the participants. In many of the projects we review each year, there is still much room for improvement. Students are often unaware of their projects’ limitations. In some cases, they have not done enough literature review to realize that similar work had already been done in other parts of the world. However, if you look at the top batch, the standard is quite high. We have had many Hong Kong candidates entering worldwide competitions and achieving remarkable results, proving that Hong Kong students’ abilities are well recognized in the international sphere. To be frank, many of those who won awards in science competitions did not pursue a scientific career later on in their lives. But the truth-seeking attitude that the students developed through the science training—the ability to formulate bold and creative hypotheses and scrutinize them with caution and empiricism—is often greatly sought after in a diverse range of occupations and industries.